ELA+2+Lesson+25


 * Topic: Gardening **

RL.2 1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 7.Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RI.2 3.Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 6.Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 7.Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2 f.Recognize and read grade-appropriate irregularly spelled words. b.Know spelling-sound correspondences for additional common vowel teams. W.2 2.Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section 7.Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 5.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
 * Common Core standards: **

Students will be able to understand, recognize, apply, and analyze the following skills:
 * Suggested student objectives: **
 * Sequence of events
 * Irregular action verbs
 * Using context
 * Research a report


 * Suggested additional readings: **

Journeys lesson activities
 * Resource links: **

Student learning outcome: Use sequence words (first, second, third, next, after, finally, then, morning, afternoon, late afternoon) to retell a story. Duration: approximately 50 minutes. Necessary materials: //Provided//: //Not Provided//:
 * Activities: **
 * Independent practice worksheet
 * __My Apron__ by Eric Carle
 * __Kitten’s First Full Moon__ by Kevin Henkes
 * Lesson plan

Teacher will explain that when we retell stories to other people, it is important for us to tell the story in the correct sequence. It helps the listener if we use some of the sequence words that we have been learning about when we retell the story. Teacher will use __My Apron__ to model how to retell a story using sequence words. For example, say: "First, the boy wanted an apron like his uncle. Then his aunt made him an apron. In the morning he helped his uncle. At lunch, they sat down and ate. In the afternoon, he helped his uncle more. Late in the afternoon, they went home for supper. Next year he will help his uncle again." Ask: "How did I retell the story so that you could understand the order of events?" Students should respond that you used sequence clue words, such as first, then, next, and last to tell the story. Teacher and students will practice retelling another familiar book previously read aloud in class. We will use sequence words (such as first, then, next, finally) in our retelling. We will practice retelling the story using sequence words to a partner. Teacher will read __Kitten’s First Full Moon__ by Kevin Henkes aloud.
 * ===DIRECT TEACHING===
 * TIP:** For the Direct Teaching, make photocopies of some of the pictures from the story. Use them to retell the story by posting the pictures in the correct order as you retell.
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===
 * ReadWorks - sequence practice sheet

Students will draw pictures and use the sequence words provided to depict the retelling of __Kitten’s First Full Moon__. (Independent Practice is provided).
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===
 * TIP:** Write the words “first”, “then”, “next”, and “finally” on the board for students to use as a reference when completing the Independent Practice. Struggling students may need more practice with retelling before incorporating sequence words into the retelling.

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